Select the appropriate term below to view the special topics courses offered at that time.
|Course Title||Course Information||Day||Time||Instructor||Description|
|Advanced Digital Storytelling||ART 3994, D01, CRN 17456||MW||11:00am-1:20pm||Deutsch||This course is a continuation of ART 2370 Photography and Digital Storytelling. You will pursue a sustained project of your own design to expand your conceptual aesthetic and technical understanding of time-based media. Project development will be supported by a research plan, exploration of tools and technique, and the creation of storyboards and animatics. Creative process and effective workflow will be emphasized throughout. This course can be taken to fulfill a photography course requirement for the studio art major with a concentration in photography and the studio art photography minor. Offered in conjunction with ART 2370. Pre-requisite: ART 2370 Photography and Digital Storytelling.|
|Advanced Digital Photography||ART 3994, W01, CRN 17459||Online||Online||Deutsch||This course is a continuation of ART 1370 with greater independence, emphasizing advanced work in digital photography. Students are expected to pursue a semester-long project of their own design in consultation with the instructor. Offered in conjunction with ART 1370. Pre-requisite: ART 1370.|
|Core Integrated Study Seminar: "The ten-dollar founding father”: Hamilton||CORE 2800, D02, CRN 17411/W01, CRN 17572||Online||Online||Neiwert, West||
Lin Manuel-Miranda’s musical Hamilton focuses attention on the figure of Alexander Hamilton, providing hints of his remarkable work in framing the economic system of the United States. The show also provides glimpses into the complex world that Hamilton inhabited—a world that talked a lot about freedom, but ultimately denied freedom to the vast majority of people and relied on enslaved labor for economic growth. In this class, we will interrogate how the American Revolution was understood in the past by different groups, including the British, women, enslaved individuals, and indigenous populations. Additionally, we will study economics of the late 1700s and early 1800s and contributions that Hamilton made as the nation’s first Secretary of the Treasury. Meets the History and Social Sciences core requirements.
|Data Visualization||DSCI 2994, D01, CRN 17464||MWF||9:15-10:20am||Fry||In this course, through community-engaged work, students will begin to learn to craft summaries and visualizations of data and to use these tools to construct narratives about the data. Community-engaged work is project-based. Specifically, this semester’s course will partner with St. Kate's Welcoming the Dear Neighbor? Project and Mapping Prejudice to examine - and make visual - the hidden history of systemic racism within housing in the form of racial covenants written into housing deeds. No prerequisites required; ideal for first year students, but open to all interested students. Course does not satisfy the math/stat core requirement. Course does satisfy the Data Science major requirement.|
|Hands on STEM: Animation||EDUC 5993, G01, CRN 16906||Online||Online||Benedict||In this online graduate course for practicing teachers and librarians, you will learn how to bring the exciting practices of animation into your work with K-12 students. Learn how you can use animation to bring the concepts and principles from Science; Technology; Engineering; Art; and, Math to life. Animation can capture the imaginations of students of all ages and is used across all realms of human communication today. Your students can learn how to use animation to tell a story, create art, explain a concept, or persuade people of something important. In this class, you will explore different forms of animation, generate an original story to animate, and discuss the impacts that animation has on education. Pre-requisite: EDUC 6420 Technology Integration Fundamentals or Program Director permission.|
|Literary Themes: Environmental Humanities||ENGL 2280w, D01, CRN 17433||MWF||3:30-4:35pm||Lapeyrouse-Cherry||This writing intensive course will draw on concepts from across humanities disciplines to examine cultural and historical themes at the intersection of environment and society in fiction and nonfiction texts. Readings and discussions will include concepts from fields such as ecocriticism, environmental history, ecofeminism, environmental justice, food studies, and energy humanities.|
|Holistic Health in Communities of Practice||HHS 4994, W01, CRN 17341||Online||Online||Geisler||In this course, students will explore the holistic health paradigm as it relates to their community of practice. Students will develop skills to enhance well-being for self and others, promote positive collaborative relationships and contribute to their community of practice. Students will have opportunities to reflect on meaning and purpose/ health and learning through a greater understanding of self-care, coherence in relationships and interconnections in community. Teaching and learning will be experienced through a holistic transformative pedagogy that is inclusive of multiple ways of knowing and learning. The course will include dialogue, creative expression, experiential exercises and critical thinking to allow for a rich exploration of the content.|
|History of Immigration to the U.S.||HIST 3994, D01, CRN 17457/CRST 3994, D01, CRN 17458||TR||1:30-3:10pm||Carroll||Historical overview of immigration to the United States, from the arrival of the first Europeans through the early 21st Century. Students will have the opportunity to research their own immigrant histories as part of the course. Topics include impacts of European invasion/immigration on indigenous people, push/pull factors in immigration, U.S. immigration policy, immigration and politics, xenophobia and the diversity of immigration experiences.|
|Understanding Structural Inequality||INTP 6993, G01, CRN 17156||Online||Online||Robinson||
Disability, as a conceptual and analytical framework, offers important interventions in our understanding of contemporary structural inequities in U.S. society. The course introduces you to the genre of historical writing, the usage of both primary and secondary sources in scholarship, and critical awareness of the roots of contemporary social inequities. Using a historical lens, this course encourages you to build connections between Disability Studies and Interpreting Studies as interdisciplinary fields. This course also scaffolds toward the framework attained through INTP 6250, Becoming Agents of Change, of emphasizing equity through intersectional, coalitional, and transformative approaches.
Themes in this course intertwine disability history with the histories of the carceral state, colonialism and imperialism, social reform movements, immigration, and language policy. This course draws from multiple types of media and sensory materials. Such materials include podcasts, movies, public historical scholarship, academic articles and monographs, and historical primary source materials like photographs, newspaper articles, film clips, and proceedings.
A nuanced, keen understanding of structural inequities offers you an expanded toolbox in which you can have critical, difficult conversations about equity, power, and privilege.
|Philosophy and Film||PHIL 3994, D01, CRN 17429||R||6:00-9:15pm||Maloney||This course covers issues of knowledge and reality as they arise in film, such as what it means to know, what counts as certainty, what sort of being a human being is, and what it means to know another person.|
|Clinical Practicum I||RTT 3992, W01, 17597||TRF||7:30am-4:00pm||Peterson||This pre-clinical training course will provide students some of the necessary skills before starting clinical rotations. These will include clinical observations, nursing rotations, and virtual or hands-on labs.|
|Wellness Practices in the Helping Professions||SOWK 3994, D01, CRN 17440/W01, CRN 17566||R||1:30-5:00pm||Bidwell, Winkler||This course will provide an opportunity for students in the helping professions to explore and engage in practices that foster sustainable personal and professional resilience, wellness and well-being. Together, we will discover ways to grow a “community of care” that supports ethical practice and compassionate leadership within a multidisciplinary context. The community of care approach embraces various ways of knowing and fosters diversity, equity, and inclusion by considering self, others, and community. Within this course we will engage in a variety of activities grounded in mindfulness and stress reduction as we develop self-care plans and community of care plans.|
|Course Title||Course Information||Day||Time||Instructor||Description|
|Computer Aided Design and Development||APPD 4994, D01, 25652||M||6:00-9:30pm||Pasricha||To build on the students base knowledge in patternmaking, grading, fabric consumption, and fashion illustration by converting these skills into a digital format and adding a 3D element using industry software. Pre-requisites: Junior/Senior Apparel Design Major and APPD 3150 Patternmaking.|
|Art and Social Justice: Using Clay to Engage Community||ART 2994, D01, 26055||MW||10:55am-1:20pm||Rudquist||
How can art, specifically the medium of clay, be used to promote social justice? In this unique course, students will learn the basics of working with clay, event planning, art activism and non-profit community partnerships by participating in the St. Kate’s Empty Bowls Project. Students will work with Open Arms of Minnesota, a local organization committed to feeding chronically ill patients and their caregivers. Students will gain an understanding of the Open Arms mission and how art can create meaningful connections between the organization’s clients, their donors and the community at large. Using what they learn from this experience, students will research other art activist projects and propose a social justice event/project that incorporates clay and engages the broader community. Students from all disciplines are encouraged to take this class and discover what they can bring to the table.
|Art and Perception||ARTH 2994, D01, 25943 and W01, 26058||R||6:00-9:30pm||Hamlin||This is a JANUARY term course. Arts-based training is emerging in a variety of fields including health care, education, business, and law. It assumes that close encounters with works of art enhance our observational acuity as well as our skills in cognitive recognition and empathy. Inspired by Amy Herman's "Art of Perception" seminar and her book Visual Intelligence, this hybrid course is designed to help you claim your visual intelligence in your work and life. We will study and discuss artworks in person and in reproduction through a variety of exercises including "slow looking," drawing, and writing. Students will leave this class with an enhanced capacity for communication in a variety of modes, a deeper appreciation for the visual arts and their histories, as well as an ability to analyze the impact of systems of power and privilege that are perpetuated in visual communication.|
|Art and Power||ARTH 2994, D02, 25944||TR||1:30-3:10pm||Hamlin||
This course explores the multiple intersections of art and power by considering the histories and meanings of objects on display in the permanent collection of the Minneapolis Institute of Art (hereafter Mia). It asks the following questions: What is the history of museums? What is the history of this museum? Whom does the museum serve? Why is this object in this collection? Why does it look the way it does? What is the social location of the intended viewer? What is the object’s relationship to power? What is the viewer’s relationships to power? Students choose an artwork on view at the Museum and work closely with the instructor, as well as with Museum and University Librarians, to excavate the histories of the chosen object. Students compose an annotated bibliography and object biography that takes as its point of departure that “museums are not neutral.”* Developed in 2018-2019 with Nam Provost (Diversity & Inclusion Manager at Mia), this course may serve as reference for an emerging cultural competency curriculum for Mia staff. This course satisfies both the University’s core Fine Art requirement and Writing Intensive requirement, and is cross listed with Critical Studies of Race and Ethnicity. No pre-requisites.*This phrase was coined by art historians and activists La Tanya Autry, Teressa Raiford, and Mike Murawski. See https://artstuffmatters.wordpress.com/museums-are-not-neutral/
|Practical X-Ray Diffraction in Chemistry||CHEM 4994, D01, 25948||MTWR||8:30am-12:30pm||Janzen||This is a JANUARY term course. While solution characterization methods are routinely employed in chemistry to identify molecular structures, data obtained using these methods can be misleading or lack important details. X-ray crystallography can reveal accurate structural information about systems that is either difficult or impossible to obtain through other methods. In particular, intermolecular and intramolecular information can be gleaned from crystallography can have important consequences on solution properties like NMR and on solid-state properties such as absorbance or photoluminescence, mechanical behavior, and magnetic properties. This course will focus on the application of single-crystal X-ray methods in chemistry to organic and inorganic molecular systems. Topics covered in the course will include theory of diffraction, use of diffraction instrumentation, X-ray safety, crystal growth and mounting, data collection, structure refinement, use of relevant databases, and graphical manipulation and presentation of crystallographic data. The course will consist of class lectures and an integrated lab component where students will complete all steps of the process to acquire, refine, and present X-ray data results. Pre-requisite: CHEM 2020 Organic Chemistry II grade of C- or better.|
|Feed Your Health||FSNU 3992, D01, 26154 and W01, 26155||MT||1:30-4:30pm||Breen, Shafto||This is a JANUARY term course. Food Matters is an applied nutrition course for health professional students. The course addresses the role of food in specific health conditions and its function in health promotion and disease prevention. The course guides future health professionals in the procurement, preparation and consumption of sustainably raised whole foods for self care and the translation of this to patient care. This course caters to students interested in the health professions.|
|History Goes to the Movies||HIST 2320, D01, 25955||TR||1:30-3:10pm||Neiwert||In spring 2020, HIST 2320: History at the Movies will focus on the British experience of The First World War. We will watch four films that will serve as a jumping off point to better understand how the war was experienced and how it is remembered today. We will particularly consider the experiences of women and war in our course.|
|Applied Computing II||MATH 2994, D01, 26073||MW||2:10-3:50pm||Pelatt||
Applied Computing II introduces students to the importance of gathering, cleaning, normalizing, visualizing and analyzing data to drive informed decision-making, no matter the field of study. Students will learn to use a combination of tools and techniques, including spreadsheets, SQL and Python to work on real-world datasets using a combination of procedural and basic machine learning algorithms. They will also learn to ask good, exploratory questions and develop metrics to come up with a well thought-out analysis. Presenting and discussing an analysis of datasets chosen by the students will be an important part of the course. Like AC101, this course will be “flipped,” with content learned outside of class and classroom time focused on hands-on, collaborative projects. Pre-requisite: Applied Computing I or CSCI 1110. This course does not satisfy the MATH/STAT core requirement; it does apply toward the Data Science major as an introductory course.
|Introduction to Set Theory||MATH 4994, D01, 25048||MWF||12:15-1:20pm||Ross||
|Leading in Uncertainty for Personal and Organizational Performance||ORLD 6992, T01, 26471||Online||Online||Radd||This course seeks to examine how leaders can stay grounded, function effectively, and provide positive
influence in the midst of uncertain circumstances. Individually, each student will select a topic to study
that is related to significant uncertainty and for which solid information is not readily available (example,
US-Cuba relations, the Coronavirus), gather information related to that topic, track their learning
experience, and provide a presentation to the class at the end of the term. As a group, students will
engage in reading, viewing, class discussion, and assignments focused on leadership and its connection
to human learning, decision making, organizational performance, and self-care, particularly as they
relate to contexts of uncertainty. Throughout, we will examine how culture presents a framework to
constrain and/or expand conceptions and enactment of leadership, performance, and well-being.
|Ethics and Immigration||PHIL 2994, D01, 24484||MW||2:10-3:50pm||Johnson||In this course we will examine a philosophical discussion about the ethics of immigration. In particular, we will focus on questions about the ethics of opening and closing borders along with a consideration of the moral claims and rights of refugees, guest workers, and others.|
|The Human Animal and the Evolution of Love, Beauty, and Society||PHIL 4994, D01, 25461||TR||1:30-3:10pm||Hilden||In this course, we will examine some recent studies in evolutionary biology and evolutionary psychology, anthropology, paleontology, and cultural studies to examine how human desires around love, attraction, and beauty have developed. In addition, we will explore how our societies and contemporary practices have emerged from evolutionary pressures and human responses to them. We will also attend to ways in which some of these developments may not have been adaptive in ways that would promote our flourishing as a species within the larger natural and social world. From these scientific studies, we will explore how these findings are epistemologically and ethically important for a sense of ourselves as a species.|
|The Politics of Global Cities||POSC 2994, D01, 26021||MW||12:15-1:55pm||Lesinski||Minneapolis has implemented a minimum wage hike that exceeds the standards of both the state and federal levels. Chicago is among hundreds of places that have declared themselves as “sanctuary cities” for undocumented immigrants. Leaders from over 7,500 urban areas across the US, Europe, and beyond pledged to work together to combat climate change despite the White House’s withdrawal from the Paris Accords. As these examples illustrate, cities are increasingly gaining power in global politics, and global cities are leading the charge. As politically-organized entities, cities are defining agendas at both the national and international levels, challenging the notion that cities are animals of the state. This course will dive into these tensions, and ask the following: What makes a city “global”? Why are the Twin Cities, Rio de Janeiro, and Berlin in a different category from New York, Paris, and Tokyo? What makes them unique? What issues do they face and address? In bypassing it, are cities really replacing the state? How are non-global cities addressing international questions?|
|Interrogating Human Rights||POSC 4994, D01, 26061||TR||1:30-3:10pm||Lesinski||
What are human rights? Who needs them and who grants them? How are they applied in the real world?
This course is divided into three units. It will begin with an exploration of what constitutes human rights and the institutions that promote them. Students will also interrogate the contradictions inherent to the concept of human rights (universalism vs. relativism; globalization vs. sovereignty). During the second unit students will familiarize themselves with readings on human rights and environmental issues in the extractive sector in Latin America. The third unit will revolve around a collective class project in conjunction with the State Department’s Diplomacy Lab, and will culminate with formal recommendations to the U.S. State Department on best practices in protecting human rights defenders and advancing human rights. Case studies will vary (ex. mining and extraction sites). Pre-requisite: Students must have completed at least one POSC course prior to enrolling in POSC 4994, or instructor approval.
|Personality Theories with Lab||PSYC 4994, D01, 25067 and D50, 25700||MWF (D01); W (D50)||12:15-1:20pm (D01); 2:10-3:50pm (D50)||Roberts||This course covers major theories and research that consider the definition, development, motivation, assessment and change of personality, as well as evaluation and comparison of the cognitive, biological, behavioristic, trait, psychoanalytic, and humanistic approaches in particular. Students will participate in weekly laboratory exercises and design and execute an independent research project. Basic psychometric theory and applications will also be discussed. Students must also register for lab. Pre-requisites: PSYC 1001, 1090 (or equivalent), & 2060/3000 with a C- or better. May not be taken concurrently.|
|Data Science with R||STAT 4994, D01, 25433||MW||2:10-3:50pm||Fry||This course introduces students to how statistical programming can be used to extract meaningful information from a variety of data sources, including large and complex datasets. Students will gain experience tidying, wrangling, and visualizing data using R/RStudio. Pre-requisite: STAT 2080 or STAT 2090, or permission of instructor.|
|COURSE TITLE||COURSE INFORMATION||DAY||TIME||INSTRUCTOR||DESCRIPTION|
|Advanced Digital Photography||ART 3994, D01
|TR||9:10-11:30am||Deutcsh||This course is a continuation of ART 1370 with greater independence, emphasizing advanced work in digital photography. Students are expected to pursue a semester-long project of their own design in consultation with the instructor. Offered in conjunction with ART 1370. Pre-requisite: ART 1370.|
|Advanced Black and White Photography||ART 3994, D02, CRN 26571||MW||2:15-4:35pm||Deutsch||This course is a continuation of ART 2360 with greater independence, emphasizing advanced work in analog and digital black and white photography. Students are expected to pursue a semester-long project of their own design in consultation with the instructor. Offered in conjunction with ART 2360. Pre-requisite: ART 2360.|
|COVID-19: Economics and Public Health Interdisciplinary Seminar||ECON 3994, D01, CRN 26604/W01, CRN 26606 & HLTH 3994, D01, CRN 26605/W01, CRN 26607||Online||Online||West, Mason||
This is a JANUARY term course. The spread of COVID-19 has brought enormous challenges that require both public health and economic policy responses. In this course students will explore how the fields of public health and economics can help us make sense of the global pandemic. Students will learn how to interpret information and evaluate policy proposals using theories and best practices from both disciplines. Drawing from news media sources and emerging academic research, the reading list will engage students in questions related to infectious disease transmission, control and containment strategies, unemployment and inequality. The class will be led by two professors, an epidemiologist and a labor economist. Meets the social science core requirement. Pre-requisite: HLTH 1090, ECON 1090, STAT 1090, PSYC 1090 or an equivalent statistics course
|COURSE TITLE||COURSE INFORMATION||DAY||TIME||INSTRUCTOR||DESCRIPTION|
|Special Topics in Racialized Trauma||DPT 6991, G01, 41521||M-F||8:00am-4:30pm||Biggs, Chapman & Madanayake||
Systemic racism plagues our local, national, and global communities. The murder of George Floyd has led to an outcry for acknowledgement, education, and meaningful change across all private and public sectors. As an institution with social justice at its core, it is imperative that all students develop an understanding of systemic racism, its impact on individuals and society, as well as its relevance to physical therapist practice.In this course, students will be introduced to the topics of systemic racism, racialized trauma, and trauma informed care. By using the book “My Grandmother’s Hands” by Resmaa Menakem as a guide, students and faculty will together examine their own experience of racialized trauma and initiate steps to heal that trauma. Connections between patients’ and clinicians' (or health care providers') experiences of racialized trauma, and the role of physical therapy amidst that trauma, will be explored. Students will develop initial methods to incorporate course material into the practice of trauma informed care.
|Investment Theory||ECON 3994, S01, 41411||Online||Online||Noll||
This course is an introduction to the world of investment decision making and portfolio management. It also covers the general environment for the investment process; different portfolio and asset allocation approaches; and security valuation. The course will also monitor current events and the impact those events have on the financial markets. Course learning is reinforced through hands on management of portfolios and trade execution. Pre-requisite: any statistics course (such as ECON 1090).
|Making Change by Making Movies||EDUC 5993, G01, 41289||Online||Online||Razavi||In this course teachers will learn how to tap into a booming generational craving for visual storytelling, while promoting civic engagement and leveraging an interconnected platform with global reach. Teachers will examine impactful student films--spanning civics to current events to climate to STEM and learn how to build an authentic sense of agency among students. The course will cover practices for creating scalable student-centered workflows to bolster effective ideating, storyboarding, shooting, and editing practices. Practices to enhance student use of film as a creative cognitive outlet on both a cross-curricular and co-curricular basis will be modeled. Recommended, but not required, pre-requisite: EDUC 6720 Digital Video for K-12 Classroom Settings.|
|Trauma Informed Pedagogies||EDUC 5993, G02, CRN 41328||Online||Online||Strolin-Goltzman||This course will provide students with the theoretical foundation and conceptual frameworks that relate to trauma-informed pedagogy and building resilience for children, youth and families. Throughout the course we focus on supporting the use of collaborative, family engaged, & trauma responsive practice. Specifically it will introduce students to core concepts related to trauma, resiliency, attachment, child development, family systems, and trauma-responsive & evidence informed practices. Students will leave this course with the skills necessary to put on a “trauma lens” when engaging with families and communities.|
|Growing Up Girl: Historical Perspectives on Girlhood Around the World||HIST 2994, S01, 41278/WOST 2994, S01, 41279||Online||Online||Neiwert||Go to the mall and look in a children's clothing store and you can find a plethora of shirts with slogans empowering girls. What do these slogans mean and where do they come from? In this class, we will consider girlhood as a historical experience shaped by particular localities and experiences, asking questions like how does being a girl impact an individual's experience of colonialism, war, work, and consumer culture? How do race and class impact the construction and experience of girlhood?|
|British Libraries, Archives and Museums: A Study of Digital Collections||LIS 7963, G01, 41464||Online||Online||Yoon||
This course is offered as an alternative to the cancelled global studies course, British libraries, archives, and museums (LAM). The major objective of the course is to gain a global perspective of libraries, archives, and museums, of their roles, services and stewardship from the past into the current digital information age by studying the premier digital collections available online. Students will produce a visual/ multimedia document on a digital publishing platform (www.scalar.me) on the pre-approved topic related to British LAMS, or to any particular collections, resources and services. Sample topics would include a selected specific collections and/or institutions related to a historical figure or subject topic, a digital conservation or preservation policy analysis, comparative studies of digital libraries or programs in the UK and US.
|Leadership and Power: Connections and Practices||ORLD 6982, T01, 41463||Online||Online||Curran||True leadership involves the wise use of power. However, often little attention is paid to helping managers and leaders develop an ethical, reflective and effective stance concerning their own and others’ use of power. Using a developmental model of power, this course helps participants understand sources and applications of their personal power, as well as how it appears within organizations as systems. Specific attention is paid to how gender and ethnic culture affects what power is and how it is used, and students are taught how to recognize the culture(s) of power that they live in, as well as how to act effectively in power cultures other than their own.|
|Leadership as a Reflective Practice||ORLD 6991, T01, 41440||Online||Online||Radd||Too often we define skilled leadership as the ability to think and act quickly. And, in this fast-paced world it's easy to get caught up in so much activity that it's hard to slow down to think fully and critically about the key drivers of your method, approach, or true degree of effectiveness. This one-credit course offers data and frameworks that support the need for critical reflection in leadership, and offers practice with various tools for using reflection to improve your leadership practice and outcome.|